發(fā)布時間：2018-05-17 13:42

  本文選題：小學教師 + 教師課程創(chuàng)生��； 參考：《西南大學》2017年碩士論文

【摘要】：基礎教育課程改革的深入發(fā)展,呼喚教師成為主動探索、實踐和反思的課程創(chuàng)生者。教師是處于學校場域中具有生命自主性的“文化人”,良好學校文化生態(tài)是促進教師課程創(chuàng)生的精神動力和價值支持。因此,探析教師課程創(chuàng)生的學校文化生態(tài),營造“會創(chuàng)生、愿創(chuàng)生、敢創(chuàng)生”的學校課程創(chuàng)生文化氛圍,對于教師自主建構(gòu)合理的課程創(chuàng)生內(nèi)部能量系統(tǒng),實現(xiàn)教師課程創(chuàng)生從“自為”走向“自覺”,具有重要的價值和意義。本研究旨在以“文化生態(tài)”作為切入點,關注教師個體、教師所處文化氛圍、教師所處的生態(tài)環(huán)境在教師課程創(chuàng)生中的作用機制,重建課程創(chuàng)生中“人的維度”,認為教師的課程創(chuàng)生需立足于和諧共生的學校文化生態(tài),依托于合作互助的教師群體文化。本研究主要采取文獻分析法,對教師課程創(chuàng)生、文化生態(tài)和學校文化生態(tài)研究現(xiàn)狀進行了系統(tǒng)梳理,在此基礎上分析其內(nèi)涵與特征,提出教師課程創(chuàng)生與學校文化生態(tài)的理論基礎。選取重慶市J小學作為案例學校,采用個案分析法、訪談調(diào)查法和實物分析法對J小學教師課程創(chuàng)生的學校文化生態(tài)圖景進行深入剖析,得出模型建構(gòu)的基本文化生態(tài)要素。最后,運用系統(tǒng)分析法構(gòu)建了小學教師課程創(chuàng)生的學校文化生態(tài)模型,并進一步探討該模型的構(gòu)成要素和運行機制。本文主要包括以下幾個部分:第一部分,導論。主要闡明了研究的緣起,系統(tǒng)地梳理和分析了國內(nèi)外關于教師課程創(chuàng)生、文化生態(tài)與學校文化生態(tài)的研究現(xiàn)狀,并在此基礎上提出本論文的研究設計,包括研究的目的、意義、思路、方法、研究假設以及案例學校的選取。第二部分,分析教師課程創(chuàng)生與學校文化生態(tài)的內(nèi)涵與特征。首先闡述了教師課程創(chuàng)生的內(nèi)涵,論述了教師課程創(chuàng)生具有自覺性、批判性和文化性等特征。其次,從文化生態(tài)的內(nèi)涵入手,闡明了學校文化生態(tài)的內(nèi)涵,探討了學校文化生態(tài)的三種類型:適應型、規(guī)約型和創(chuàng)生型。最后,分析了基于教師課程創(chuàng)生的學校文化生態(tài)具有整體生成性、多元開放性、兼容并包性和互動共生性等特征。第三部分,介紹教師課程創(chuàng)生與學校文化生態(tài)的理論基礎。本部分主要探討了文化生態(tài)理論、組織行為學理論、共生理論和群體動力學理論的主要內(nèi)容以及各理論對教師課程創(chuàng)生與學校文化生態(tài)的啟示。第四部分,實地調(diào)查重慶市J小學教師課程創(chuàng)生的學校文化生態(tài)。該部分從學校文化生態(tài)的內(nèi)外部生境入手系統(tǒng)探討重慶市J小學教師課程創(chuàng)生的學校文化生態(tài)圖景。一方面,從學校課程文化、課堂文化、教師文化、學生文化四個方面觀照教師課程創(chuàng)生的學校文化生態(tài)內(nèi)部生境。另一方面,從社會文化、家長文化、社區(qū)文化和學區(qū)文化四個方面來審視其外部生境,從而總結(jié)出基于學校文化生態(tài)的J小學教師課程創(chuàng)生文化轉(zhuǎn)型,主要表現(xiàn)為:教師的課程觀念由單一封閉走向多元開放,課程角色由忠實執(zhí)行者走向反思建構(gòu)者,課程實施從工具理性走向文化理性。第五部分,剖析小學教師課程創(chuàng)生的學校文化生態(tài)價值追求。該部分旨在厘清教師課程創(chuàng)生與學校文化生態(tài)的內(nèi)在邏輯關聯(lián):學校文化生態(tài)是激發(fā)教師課程創(chuàng)生的原動力,教師課程創(chuàng)生促進良好學校文化生態(tài)的培育。并指出基于學校文化生態(tài)的教師課程創(chuàng)生包含了植根教師課程創(chuàng)生的現(xiàn)實文化生境,追尋教師課程創(chuàng)生的合作交往氛圍,秉持教師課程創(chuàng)生的良性交互創(chuàng)生,彰顯教師課程創(chuàng)生的文化自覺品性等價值規(guī)定。第六部分,構(gòu)建小學教師課程創(chuàng)生的學校文化生態(tài)模型。該模型的構(gòu)成要素分為基礎性要素、生成性要素和內(nèi)生性要素,其中基礎性要素由社會文化生態(tài)子系統(tǒng)、課程文化生態(tài)子系統(tǒng)、課堂文化生態(tài)子系統(tǒng)組成,生成性要素包括教師文化生態(tài)子系統(tǒng)和學生文化生態(tài)子系統(tǒng),內(nèi)生性要素則包括文化生態(tài)主體自我更新的理念自覺、多維融合的素養(yǎng)自覺和文化實踐的能力自覺等多重自覺,三個要素之間相互作用、相互依存,遵循互動、穩(wěn)定、共生的運行機制,發(fā)揮學校文化生態(tài)系統(tǒng)的整體效應,以強大文化合力激發(fā)教師課程創(chuàng)生的文化自覺。
[Abstract]:The in-depth development of the curriculum reform of basic education calls for the teachers to be the initiator of the initiative exploration, practice and reflection. The teachers are the "cultural people" with life autonomy in the field of the school, and the good school culture ecology is the spiritual motive and value support to promote the creation of Teachers' curriculum. Cultural ecology is of great value and significance for teachers to create a cultural atmosphere of "creating life, creating life and creating a life", which is of great value and significance for teachers to construct a rational internal energy system for the creation of a reasonable course, and to realize the "self" from "self" to "self-consciousness". The teacher's individual, the cultural atmosphere of the teacher, the role mechanism of the teacher's ecological environment in the creation of the teacher's curriculum, the reconstruction of the "human dimension" in the course creation, that the teacher's curriculum creation should be based on the harmonious and symbiotic school culture ecology, and rely on the group culture of cooperation and mutual assistance. The research mainly adopts the literature analysis method, This paper systematically reviews the present situation of teacher curriculum creation, cultural ecology and school culture ecology. On this basis, it analyzes its connotation and characteristics, and puts forward the theoretical basis of teacher curriculum creation and school culture ecology. It selects the J primary school in Chongqing as a case school, using case analysis method, interview survey method and physical analysis method to J primary school teaching. The basic cultural and ecological elements of the model are deeply analyzed and the basic cultural and ecological elements of the model are obtained. Finally, the system analysis method is used to construct the school cultural ecological model of the primary school teachers' curriculum creation, and the elements of the model and the operating mechanism are further discussed. The main part of this paper is the following parts: first Part, introduction, mainly clarifies the origin of the study, systematically combs and analyzes the domestic and foreign research status about the creation of teacher curriculum, cultural ecology and school culture ecology, and on this basis puts forward the research design of this paper, including the purpose, significance, thought, method, hypothesis and selection of case schools. Second parts. The connotation and characteristics of teacher curriculum creation and school culture ecology are analyzed. First, the connotation of teacher curriculum creation is expounded, and the characteristics of teachers' curriculum creation are characterized by self-consciousness, critical and cultural characteristics. Secondly, from the connotation of cultural ecology, the connotation of school culture life is clarified, and three types of school cultural ecology are discussed. In the third part, the third part introduces the theoretical basis of teacher curriculum creation and school culture ecology. This part mainly discusses the theory of cultural ecology and organization. The main contents of behavioral theory, symbiotic theory and group dynamics theory as well as the Enlightenment of each theory to the creation of teacher curriculum and school culture ecology. The fourth part is to investigate the school culture ecology of the J primary school teachers in Chongqing. This part discusses the J primary school from the internal and external habitats of the school culture ecology. On the one hand, from the four aspects of school curriculum culture, classroom culture, teacher culture and student culture, on the one hand, the inner habitats of the school culture ecology of the teachers' curricula are observed. On the other hand, the external habitats are examined from four aspects: social culture, parents' culture, community culture and school district culture. This paper summarizes the transformation of the J primary school teachers' creative culture based on the school culture ecology. The main manifestations are: the curriculum concept of teachers from a single closed to multiple open, the role of the curriculum from the faithful to the rethinking constructor, the curriculum implementation from the tool reason to the cultural rationality. The fifth part is to analyze the school text of the primary school teachers. The purpose of this part is to clarify the inner logical relationship between the teacher's curriculum creation and the school culture ecology: the school culture ecology is the motive force to stimulate the teacher's curriculum creation, and the teacher's curriculum creation promotes the cultivation of the good school culture ecology. Cheng Chuangsheng's realistic cultural habitat seeks the cooperative communication atmosphere of the teacher's curriculum creation, holds the positive interactive creation of the teacher's curriculum creation, highlights the cultural consciousness of the teacher's curriculum creation and other values. The sixth part, constructs the school culture model of primary school teachers' curriculum creation. The elements of the model are divided into basic needs. The basic elements are composed of the social culture ecological subsystem, the curriculum culture ecosystem and the classroom culture ecology subsystem. The generative factors include the teacher culture ecological subsystem and the student cultural ecology subsystem, and the endogenous factors include the concept of the self renewal of the cultural and ecological subjects. Sense, multi-dimensional integration of the accomplishment consciousness and cultural practice ability consciousness and so on multiple consciousness, the three elements interact, depend on each other, follow the interactive, stable, symbiotic operating mechanism, play the overall effect of the school cultural ecosystem, and stimulate the cultural consciousness of the teaching teacher's curriculum creation by the strong cultural joint force.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G622.3

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